Date/Day: March 6-10
Langco
Learning Competency
TOPIC:
Content Standards
Framing the Lesson
Performance Standards
Framing the Lesson
DAY 1
TOPIC: Pie Charts
S.E.E (The Hook) The teacher will...
Activating Prior Knowledge 1. Present Pie Chart samples.
TALK
Student Interaction
DO/TALK
Purposeful Talk, Small
Groups
READ/TALK
Classroom Interaction
(student based activities
that include the four modes
of language of language of
listening, speaking, reading
and writing)
Formative Assessment
Teacher: Mohammad Saide M.
SFXLC LESSON PLAN: Mathematics 7
1. uses appropriate graphs to represent organized data: pie chart,
bar graph, line graph, histogram, and ogive.
Day 1: Pie Chart
Day 2: Line Graph
Day 3: Histogram
We will (class)
The Learners will demonstrate understanding of:
 key concepts, uses and importance of Statistics, data
collection/gathering and the different forms of data
representation, measures of central tendency, measures of
variability, and probability.
I will be able to (individual student)…
Day 1-3: collect and organize data systematically and compute accurately
measures of central tendency and variability and apply these
appropriately in data analysis and interpretation in different fields.
TEXT:
The learner will...
1. Interpret and describe
the chart.
The teacher will... The learner will…
1. Discuss the characteristics and 1. Listen attentively.
purpose of pie chart.
2. Provide examples, both visually 2. Listen attentively.
and verbally.
3. Discuss the advantages and 3. Tell the advantages and
disadvantages of using the pie disadvantages of using
chart. pie chart.
4. Distribute worksheets with data 4. Receive the worksheets.
sets that need to be graphed
using pie chart.
5. Demonstrate how to create a 5. Explain how to create a
pie chart. pie chart.
6. Have students create a pie chart 6. Create pie charts.
using the given data sets.
Encourage them to use different
colors to represent each
category.
7. Let students open a graphing 7. Use the software to
software on their phone. create the pie chart
(guided by the teacher).
1. Monitor student participation during activities and discussions.
 TRANSFER 2. Evaluate the accuracy and completeness of their pie charts.
Write Critically
WRITE

Day 2
TOPIC: Pie Charts
S.E.E (The Hook) The teacher will...
Activating Prior Knowledge 1. Present line graph samples.
TALK
Student Interaction The teacher will...
DO/TALK 1. Discuss the characteristics and
Purposeful Talk, Small purpose of line graph.
Groups 2. Provide examples, both visually
READ/TALK and verbally.
3. Discuss the advantages and
Classroom Interaction disadvantages of using the line
(student based activities graph.
that include the four modes 4. Distribute worksheets with data
of language of language of sets that need to be graphed
listening, speaking, reading using line graph.
and writing) 5. Demonstrate how to create a
line graph.
6. Have students create a line
graph using the given data sets.
Encourage them to use different
colors to represent each
category.
7. Let students open a graphing
software on their phone.
TEXT:
The learner will...
1. Interpret and describe the
chart.
The learner will…
1. Listen attentively.
2. Listen attentively.
3. Tell the advantages and
disadvantages of using line
graph.
4. Receive the worksheets.
5. Explain how to create a line
graph.
6. Create line graph.
7. Use the software to create
the line graph (guided by
the teacher).

Formative Assessment 1. Monitor student participation during activities and discussions.

TRANSFER 2. Evaluate the accuracy and completeness of their line graph.
Write Critically
WRITE

Day 3
TOPIC: Histogram TEXT:
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Present histogram samples. 1. Interpret and describe the
chart.
TALK
Student Interaction The teacher will... The learner will…
DO/TALK 1. Discuss the characteristics and 1. Listen attentively.
Purposeful Talk, Small purpose of histogram.
Groups
READ/TALK
Classroom Interaction
(student based activities
that include the four modes
of language of language of
listening, speaking, reading
and writing)
2. Provide examples, both visually
and verbally.
3. Discuss the advantages and
disadvantages of using the
histogram.
4. Distribute worksheets with data
sets that need to be graphed
using histogram.
5. Demonstrate how to create a
histogram.
6. Have students create a
histogram using the given data
sets. Encourage them to use
different colors to represent
each category.
7. Let students open a graphing
software on their phone.
2. Listen attentively.
3. Tell the advantages and
disadvantages of using
histogram.
4. Receive the worksheets.
5. Explain how to create a
histogram.
6. Create histogram.
7. Use the software to create
the histogram (guided by
the teacher).

Formative Assessment 3. Monitor student participation during activities and discussions.

TRANSFER 4. Evaluate the accuracy and completeness of their pie charts.
Write Critically
WRITE
Date/Day: March 6-10 Teacher: Mohammad Saide M. Langco
SFXLC LESSON PLAN: Mathematics 8

Learning Competency 1. counts the number of occurrences of an outcome in an experiment:

(a) table; (b) tree diagram; (c) systematic listing; and (d) fundamental
counting principle.
Day 1: Counting Outcomes Using Table and Tree Diagram
TOPIC: Day 2: Counting Outcomes Using Systematic Listing
Day 3: Counting Outcomes Using Fundamental Principle of Counting

Content Standards We will (class)

The Learners will demonstrate understanding of:
Framing the Lesson  key concepts of probability.
I will be able to (individual student)…
Performance Standards 1. formulate and solve practical problems involving probability of
simple events.
Framing the Lesson

DAY 1
TOPIC: Counting Outcomes Using Table and Tree Diagram TEXT: N/A
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Show objects that is used in the 1. Tell the possible outcomes
games of chances such as deck in each object of one draw,
TALK of cards, spinners, dice, and spin, roll or toss these
coins. objects.
Student Interaction The teacher will... The learner will…
DO/TALK 1. Use tables in counting the 1. Listen to the teacher.
Purposeful Talk, Small number of occurrences of
Groups particular events.
READ/TALK 2. Give events. 2. List the outcomes using
tables.
Classroom Interaction 3. Ask students if they tried playing 3. Tell if they always win or
(student based activities gambling games. lose in this game and tell if
that include the four modes they are still willing to play
of language of language of these games.
listening, speaking, reading 4. Give worksheets. 4. Answer the worksheets.
and writing) 5.

Formative Assessment
TRANSFER 1. Book exercises.
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DAY 2
TOPIC: Counting Outcomes Using Systematic Listing TEXT: N/A
S.E.E (The Hook)
Activating Prior Knowledge
TALK
Student Interaction
DO/TALK
Purposeful Talk, Small
Groups
READ/TALK
Classroom Interaction
(student based activities
that include the four modes
of language of language of
listening, speaking, reading
and writing)
Formative Assessment
TRANSFER
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DAY 3
TOPIC: Counting Outcomes Using Systematic Listing
S.E.E (The Hook)
Activating Prior Knowledge 1. Ask students to tell their
TALK
Student Interaction
DO/TALK
Purposeful Talk, Small
Groups
READ/TALK
Classroom Interaction
(student based activities
that include the four modes
of language of language of
listening, speaking, reading
and writing)
Formative Assessment
TRANSFER
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The teacher will...
1. Display a problem on the board:
If you have 3 different shirts and
2 different pants, how many
different outfits can you make?
The teacher will...
1. Discuss the lesson through
definitions and explanations.
2. Provide examples.
3. Give worksheets.
4. Ask the students “What are the
times where you made tough
decisions? Did it gave you bad or
good consequences??
Worksheets and book exercises.
The teacher will...
experiences where they are
obliged to choose among many
options.
The teacher will...
1. Discuss the fundamental
principle of counting.
2. Present examples.
3. Present events.
4. Ask students to tell how is FPC
applicable in their daily lives.
Worksheets and book exercises.
The learner will...
1. Tell a possible outfit
combination and write it on
the board.
The learner will…
1. Listen to the teacher.
2. Give their own examples.
3. Read an event with given
incomplete outcomes in a
table. They are going to
complete it.
4. Share their thoughts about
this.
TEXT: N/A
The learner will...
1. Answer the question.
The learner will…
1. Listen to the teacher.
2. Give their own examples.
3. Use FPC to find the total
outcomes.
4. Tell how important is FPC.
Date/Day: March 6-10
Learning Competency
TOPIC:
Content Standards
Framing the Lesson
Performance Standards
Framing the Lesson
DAY 1
TOPIC: Trigonometric Function
S.E.E (The Hook) The teacher will...
Activating Prior Knowledge 1. Present pictures.
TALK
Student Interaction
DO/TALK
Purposeful Talk, Small
Groups
READ/TALK
Classroom Interaction
(student based activities
that include the four modes
of language of language of
listening, speaking, reading
and writing)
Formative Assessment
TRANSFER
Write Critically
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DAY 2
TOPIC: Trigonometric Function
S.E.E (The Hook) The teacher will...
Teacher: Mohammad Saide M. Langco
SFXLC LESSON PLAN: Mathematics 9
1. illustrates the six trigonometric ratios: sine, cosine, tangent,
secant, cosecant, and cotangent.
Day 1: Trigonometric Function
Day 2: Trigonometry on Special Angles
Day 3: Angle of Elevation and Depression
We will (class)
The Learners will demonstrate understanding of:
 basic concepts of trigonometry.
I will be able to (individual student)…
Day 1-3: to apply the trigonometric ratios to formulate and solve real-
life problems with precision and accuracy.
TEXT:
The learner will...
1. Describe what’s
common on the
pictures.
The teacher will... The learner will…
1. Draw a right triangle on the 1. Label the hypotenuse,
whiteboard. adjacent, and opposite.
2. Ask students to identify the 2. Use protractor to measure
angle measures of the triangle. the angles.
3. Demonstrate how to calculate 3. Listen attentively and
the sine, cosine, and tangent calculate the remaining
ratios for one of the angles using trigonometric ratios for the
a calculator or trigonometric same angle by pair.
table.
4. Repeat for the other angles of 4. Find the six trigonometric
the triangle. rations of the other angle.
5. Discuss real-world applications 5. Give their own real-world
of trigonometry, such as applications of
measuring the height of a trigonometry in fields such
building or calculating the as architecture,
distance between two points. engineering, and physics.
Worksheets.
TEXT:
The learner will...
 Activating Prior Knowledge
TALK
Student Interaction
DO/TALK
Purposeful Talk, Small
Groups
READ/TALK
Classroom Interaction
(student based activities
that include the four modes
of language of language of
listening, speaking, reading
and writing)
Formative Assessment
TRANSFER
Write Critically
WRITE
DAY 3
TOPIC: Trigonometric Function
S.E.E (The Hook) The teacher will...
Activating Prior Knowledge 1. Begin by asking students if they
TALK
2. Ask if anyone knows how they
1. Begin by reviewing the concept 1. Share their prior
of right triangles and their knowledge.
properties, including the
Pythagorean Theorem.
The teacher will... The learner will…
1. Draw a unit circle on the 1. Listen attentively.
whiteboard and label the angles
of 0, 30, 45, 60, and 90 degrees.
2. Demonstrate how to calculate 2. Work in pairs to calculate
the sine, cosine, and tangent the remaining trigonometric
ratios for each angle using a ratios for each angle.
calculator or trigonometric
table.
3. Review the results as a class, 3. Review the results.
emphasizing that the sine and
cosine ratios are equal for 45
degrees and the tangent ratio is
undefined for 90 degrees.
4. Pass out a worksheet with 4. Work on the problems
practice problems involving right individually or in pairs.
triangles and the special angles
of 0, 30, 45, 60, and 90 degrees.
5. Discuss real-world applications 5. Brainstorm other
of trigonometry that involve the applications of
special angles, such as finding trigonometry that involve
the height of an object using the the special angles in fields
angle of elevation. such as architecture,
engineering, and physics.
Bookwork.
TEXT:
The learner will...
2. Share their prior
have ever looked up at a tall knowledge.
building or a tree and wondered
how tall it was.
could use math to find the
height of the object.
Student Interaction
DO/TALK
Purposeful Talk, Small
Groups
READ/TALK
Classroom Interaction
(student based activities
that include the four modes
of language of language of
listening, speaking, reading
and writing)
Formative Assessment
The teacher will... The learner will…
1. Define the angle of depression
as the angle formed between 1. Give an example (angle of
the horizontal and the line of depression).
sight when an observer is
looking down at an object.
2. Show an example on the
whiteboard of a person on top 2. Give an example (angle of
of a building looking down at a elevation).
street below, labeling the angle
of depression.
3. Review how to use a protractor
to measure angles. 3. Recall how to use
4. Hand out a worksheet with protractor.
several problems involving 4. Receive the worksheets.
angles of elevation and
depression.
5. Work through the first problem
as a class, demonstrating how to 5. Listen attentively and
set up and solve the problem participate in the
using trigonometry. discussion.
6. Allow students to work on the
remaining problems 6. Work on the remaining
independently or in pairs. problems.
7. Circulate around the room to
answer questions and provide 7. Ask questions if necessary.
assistance as needed.
8. Divide students into pairs or
small groups. 8. Go to their groups.
9. Provide each group with a
measuring tape and a 9. Get their materials.
protractor.
10. Instruct each group to measure
the height of a nearby object, 10. Measure what is asked.
such as a tree or a light pole,
and the angle of elevation from
a fixed point on the ground.
11. Have each group use
trigonometry to calculate the 11. Calculate the height of the
height of the object. object and discuss the
12. Review the concept of angle of results as a class afterwards.
elevation and depression, 12. Listen attentively and
emphasizing how they can be brainstorm additional
used to solve real-life problems. situations where these
13. Collect the worksheets and concepts might be useful.
review them to assess student 13. Listen to the teacher’s
understanding. assessment.
TRANSFER Bookwork.
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Date/Day: March 6-10 Teacher: Mohammad Saide M. Langco
SFXLC LESSON PLAN: Math 10
Learning Competency 1. interprets measures of position.
2. solves problems involving measures of position.
Day 1-2: Interpreting Measures of Position
TOPIC: Day 3: Problem Solving Involving Measures of Position

Content Standards We will (class)

The Learners will demonstrate understanding of:
Framing the Lesson  key concepts of measures of position.
I will be able to (individual student)…
Performance Standards Day 1-3:
 conduct systematically a mini -research applying the different
Framing the Lesson statistical methods.

DAY 1
TOPIC: Interpreting Measures of Position TEXT:
S.E.E (The Hook) The teacher will... The learner will...
Activating Prior Knowledge 1. Begin by asking students if they 1. Recite in the class.
have ever wondered how they
TALK compare to others in terms of
height, weight, or academic
performance.
2. Ask if anyone knows how they 2. Recite in the class.
could use math to compare
themselves to others.
Student Interaction The teacher will... The learner will…
DO/TALK Day 1
Purposeful Talk, Small 1. Review measures of position. 1. Recall measures of position.
Groups 2. Introduce the box and whiskers 2. Listen and participate in the
READ/TALK plot and explain how it is class discussion.
interpreted.
Classroom Interaction 3. Present examples 3. Make their own examples.
(student based activities 4. Allow students to collect data 4. Organize it in box and
that include the four modes from their classmates or parents whiskers plot.
of language of language of outside the classroom.
listening, speaking, reading 5. Allow students to compare their 5. Brainstorm with their pair
and writing) outputs. and correct the mistake of
their classmates.
6. Give a survey questionnaire to 6. Receive it.
the students (by group) and tell
them who will be their
respondents.

Day 2
7. Ask the students about their

Formative Assessment
TRANSFER
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DAY 3
TOPIC: Problem Solving Involving Measures of Position
S.E.E (The Hook)
Activating Prior Knowledge 1. Review measures of position.
TALK
Student Interaction
DO/TALK
Purposeful Talk, Small
Groups
READ/TALK
Classroom Interaction
(student based activities
that include the four modes
of language of language of
listening, speaking, reading
and writing)
Formative Assessment
TRANSFER
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data.
8. Give them time to make a box
and whisker plot.
9. Help them to interpret the
output.
10. Sum up the lesson.
Activity Output
The teacher will...
The teacher will...
1. Divide the students into
groups.
2. Work through the first
problem as a class,
demonstrating how to set
up and solve the problem
using trigonometry.
3. Allow students to work on
the remaining problems
independently or in pairs.
4. Circulate around the room
to answer questions and
provide assistance as
needed.
Worksheets output.
7. Present their data and
organize it graphically.
8. Make a box and whisker
plot and present it in the
class afterwards.
9. Interpret the output.
10. Tell what they have learned
today.
TEXT:
The learner will...
1. Recall measures of position.
The learner will…
1. Go to their groups and
receive their
worksheets with
problems.
2. Listen attentively and
participate in the
discussion.
3. Work on the remaining
problems.
4. Ask questions if
necessary